Scope of Work:
The PMU IR4 lead will
ensure quality control over technical deliverables developed, adapted,
and delivered under IR4, which
focuses on ensuring access to school for out of school girls, and ensure that
there is an equitable targeting of males and females in education programs. The
IR4
lead, with an additional
gender focus, will convene and lead the TWG on IR4 deliverables,
including Home Based
Remedial models, that are specific to IR4. For teacher trainings
developed under IR1, the
IR4 lead will ensure a gender equity lens, and ensure that female
trainings are planned and
executed by IPs. The IR4 lead will ensure that all block grants are
overseen and managed in a
transparent fashion, in direct coordination with the DFA and the
Steering Committee
members, and that reallocations of block grants based on crisis
modification is communicated upwards to the
Technical Director and DCOP.

Main Responsibilities:
Supporting the development, adaptation and delivery of key IR4 technical deliverables, including: Block Grants for reaching out of school girls; virtual adaptation of trainings to reach female teachers; and other innovations to expand equitable access to education and training for females;
Support the oversight and development of the Block Grant mechanism, in coordination with the Technical Director and the Director of Finance and Administration;
Support the adaptation for remote delivery of teacher training content, in coordination with IRC’s EdTech Advisor and the Technical Director;
Support and oversee content development and adaptation, including Back to Learning curricula for out of school girls, in coordination with IRC’s Curriculum Technical Advisor;
Supporting the adaptation of flexible mechanisms and approaches to reach out of school girls, in coordination with the Technical Director;

Minimum Qualifications:Minimum 3-5 years of technical development and implementation experience focused on girls education, Community Based Education (CBE) and supporting equitable access to education;
Experience in identification and support for local CSO’s to deliver small scale technical programming;
Experience with capacity building support for national partners in program management
Bachelor’s degree or equivalent experience, master’s degree is preferable, in education
Experience with community-based education and education formal system support
Excellent communication and coordination skills
Excellent communication skills in Pashto, Dari and English.
Wiling to travel and conduct field visits regularly.